Researching and Referencing Business Information Management II Business Management & Administration Lesson Plan Performance Objective Students will understand how to professionally communicate with coworkers and clients through the effective and efficient use of locating, organizing, and referencing information. Specific Objectives Research information to be used to communicate with coworkers and customers Organize information into meaningful business documents Organize information to be presented orally to coworkers and customers Identify sources of information to be used in business communications Reference sources of information used in business communications Terms Citation‐ a reference to a published work Footnote‐ text placed at the bottom of a page of a document that contains information about a published document Endnote‐ text placed at the end of a document detailing sources used in that document Table of Contents‐ a list of sections or chapters in a publication and the pages on which they start Bookmark‐ in a document, it is a way to electronically point to another part of the document Index‐ an alphabetical listing of topics along with their page numbers Works Cited‐ an alphabetical listing by author of the sources used in a document Bibliography‐ an alphabetical listing of materials related to the work’s topic but not actually cited in the document Time When taught as written, this lesson should take approximately three to four days to complete. Preparation TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. 130.115 (c) Knowledge and Skills (3) The student describes, locates, organizes, and references written information from various sources to communicate with co‐workers and clients. The student is expected to: (A) locate written information used to communicate with coworkers and customers; (B) organize information to use in written and oral communication; and Copyright © Texas Education Agency, 2013. All rights reserved. 1 (C) reference the sources of information. (8) The student develops and interprets tables, charts, and figures to support written and oral communication. The student is expected to: (A) create tables, charts, and figures to support written and oral communication. Interdisciplinary Correlations English‐English I 110.31(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. 110.3(b)(11) Reading/Comprehension of informational text/procedural texts. Students understand how to glean and use information in procedural texts and documents. Math‐Algebra I 111.32(b)(1)(C) Interpret and make decisions, predictions, and critical judgments from functional relationships. Social Studies‐World Geography 113.34(c)(20)(A) Describe the impact of new technologies, new markets, and revised perceptions of resources. Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Market Research Analysts and Marketing Specialists O*Net Number: 13‐1161.00 Reported Job Titles: Market Research Consultant, Communications Specialist, Marketing Research Manager Tasks Devise and evaluate methods and procedures for collecting data, such as surveys, opinion polls, or questionnaires, or arrange to obtain existing data. Prepare reports of findings, illustrating data graphically and translating complex findings into written text. Measure the effectiveness of marketing, advertising, and communications programs and strategies. Soft Skills: Writing, Reading Comprehension, Complex Problem Solving Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Copyright © Texas Education Agency, 2013. All rights reserved. 2 Preparation Review and familiarize yourself with the terminology, website links, and proper document formatting techniques. Have materials, websites, and lesson presentation ready prior to the start of the lesson. References http://owl.english.purdue.edu/owl/section/2/ http://www.iilm.edu/iilm‐online/Business%20Communication%20Self‐Learning%20Material.pdf http://owl.english.purdue.edu/owl/section/4/16/ http://library.csusm.edu/subject_guides/business/apa_business.htm http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ECN_2007_US_00 A1 http://owl.english.purdue.edu/owl/resource/563/02/ Instructional Aids Lesson Presentation Instructor Computer/Projection Unit Online Websites Introduction The main purposes of this lesson are to help students understand the following concepts: the importance of giving credit to sources where you obtain information for documents, and that supplements to written information can add value to your presentation. Ask students if they know how to properly cite sources, even if the source is from the Internet. Ask students if they know how to organize information prior to the final document. Copyright © Texas Education Agency, 2013. All rights reserved. 3 Outline I. II. Planning Communication A. Purpose 1. persuade 2. provide information 3. describe B. Audience 1. customer 2. potential customer 3. coworkers Sources of Information A. Primary‐ receiving information firsthand B. Secondary‐ information already published III. Primary Sources A. Interviews B. Surveys C. Observations IV. Secondary Sources A. Newspapers B. Periodicals C. Government websites D. Company websites E. Press releases F. Trade journals V. Ethics in Researching and Referencing A. Obtain permission B. Be objective C. Keep anonymous survey results Ask students what they do to prepare for a presentation or a paper that they have due. Do they take notes, make outlines, use note cards, or do they just “wing it”? For those who do plan, ask them how they plan. Your credibility or believability can greatly increase based on your planning and on the quality of the information itself. Begin a discussion with students about sources that they use when they have a research assignment to do. Do they trust what they locate online? Do they know how to search for scholarly articles, which are more reliable than other sources? Demonstrate how to locate trade journals and reliable sources. Vocabulary/Personal Copyright © Texas Education Agency, 2013. All rights reserved. 4 Multiple Intelligences Guide Kinesthetic/ Logical/ ialist Interpersonal Intrapersonal Bodily Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Visual Outline E. VI. Combine primary and secondary source findings Evaluating Your Sources A. How recently it was published? B. Fact or opinion? C. Is similar information also in other places? D. Print form has more checks and balances than Internet E. Trusted online references VII. Formatting a Bibliography or Works Cited A. “Works Cited” is centered B. Title of publications is italicized, not underlined C. Select the entire Works Cited except for the title, then press CTRL + T at the beginning of the first letter. This is a hanging indent. After the first line of a source, the rest of the citation is indented. VIII. Advantages of Written Communication A. Abundant planning and preparation time to gather information B. Delayed feedback (which can be an advantage because it allows more time to plan your responses) Vocabulary/Personal Word Walls If you use information from someone else, you must give that source credit. For primary sources, ensure that participants who were observed or who took part in surveys remain anonymous. Show students the References tab in their word processing program. Click on a source and click Edit so they can see the different types of sources that exist. By filling in the blanks, students are essentially completing a bibliography as they go, so it will be ready as they complete the report. Multiple Intelligences Guide Copyright © Texas Education Agency, 2013. All rights reserved. 5 Kinesthetic/ Logical/ ialist Interpersonal Intrapersonal Bodily Musical/Rhythmic Naturalist Verbal/Linguistic Visual Mathematical Outline IX. X. XI. Types of Oral Business Communication A. Speaking‐ approximately 35% of a manager’s time in communication B. Listening‐ approximately 45% of a manager’s time in communication Opportunities for Oral Communication A. Speaking individually to an employee B. Meetings with groups of employees C. Sales presentations with customers or potential clients Positive Characteristics of Speech A. Clarity of voice‐ so you can be easily understood B. Conversational‐ so audience feels like it is personal C. Specific and visual‐ creates a “picture” of what you are saying D. Concise and brief‐ keeps focus E. Interesting‐ to keep audience’s attention Oral communication is very prevalent in any business. Much communication requires at least a little planning. Even when you are making an oral presentation, you should be prepared. Ask students what makes them the most nervous about giving an oral presentation. The better prepared they are, the more confident they will feel. Plan, not only the oral part of your presentation, but really understand your message and your facts as well. Have visuals to keep your presentation from being monotonous and make eye contact. Also, mention your sources when you refer to data. Ask for questions at the end of the communication, whether it is a group presentation or a one‐on‐one discussion. XII. Advantages of Oral Speech A. Immediate dissemination of information B. Immediate feedback and exchange of ideas Vocabulary/Personal Word Walls Multiple Intelligences Guide Copyright © Texas Education Agency, 2013. All rights reserved. 6 Kinesthetic/ Logical/ ialist Interpersonal Intrapersonal Bodily Musical/Rhythmic Naturalist Verbal/Linguistic Visual Mathematical Outline C. Participation encouraged/ XIII. Enhancements to Communication A. Provide statistical information and factual evidence B. Include graphs and visuals C. Ensure appropriate tone for audience XIV. Word Processing Tools A. Cover, or title page B. Table of Contents C. Report and letter templates D. Inserting and editing citations E. MLA, APA, and other formatting F. Bibliography tools G. Footnote and endnote tools There are also word processing tools that will create a title page for you (as well as a table of contents or index). Experiment with these tools yourself first and then demonstrate to the students. Word Walls Multiple Intelligences Guide Copyright © Texas Education Agency, 2013. All rights reserved. 7 Kinesthetic/ Logical/ ialist Interpersonal Intrapersonal Bodily Musical/Rhythmic Naturalist Verbal/Linguistic Visual Mathematical Application Guided Practice Locate several different documents on the Internet that contain tables, diagrams, or charts. If possible, show the document to students without the enhancements (just the text). Ask students to volunteer responses as to what would make the documents more professional in appearance as well as more appealing to the reader. Then show the students the document with the enhancements. Next, using part of a report from the Purdue Owl website, demonstrate how to use the features in the References tab (practice them first to make sure you can work them). For example, insert a citation in a paragraph, and show how you can select the type of source and fill in the required blanks. Then go to Manage Sources if you need to edit a source. Practice inputting a footnote and endnote. Insert a bibliography with one or two sources by going to Bibliography, and scroll to Insert Bibliography. Independent Practice Locate a fictitious bibliography and take out the formatting. Either save to a shared drive where the students can access it or print one for each student. Have them follow the formatting guidelines for a bibliography and format it properly. Summary Review Question #1: What are primary sources? Answer #1: Primary sources are typically firsthand such as observations and interviews. Question #2: What are secondary sources? Answer #2: These sources are already published such as books, reference materials, and Internet articles. Question #3: List tools that work processing programs make available to cite sources. Answer #3: Three tools are endnotes, footnotes, and bibliographies. Question #4: What tools can be used as support for documents? Answer #4: These tools are tables, charts, and diagrams. Question #5: What is an important tool to help organize information? Answer #5: An outline is an important tool that aids in planning documents. Copyright © Texas Education Agency, 2013. All rights reserved. 8 Evaluation Informal Assessment Any and all of the following can be used as informal assessments. Have students look at a textbook in pairs. They should look for a list of references, which may be in the back. Or, they may find data or tables that are in the chapters, which have been taken from other sources and are, therefore, probably referenced. This exercise should show them how common citing sources is and how there are standard formats for doing so. Formal Assessment The following can be considered a formal evaluation. Presentation Planning Document Assignment #1 Students will create a planning document for a presentation using the factfinder website to locate data for types of businesses in your city. Then they can present the data using the planning document. The planning document can be either an outline, using the outline view in your word processing program or the outline view in your presentation management software. It can also be a mapping diagram, such as a mindmap or thinking map. Make your presentation to the class and place your planning document on the document camera as you present. Distracted Driving Report Assignment #2 Students will research the topic of “Distracted Driving.” This can include texting and driving or other things, such as drinking and driving. They are to prepare a one‐ to two‐ page report detailing their research. They are also to include a table or chart that will enhance their document by presenting certain information, such as statistics. They will also cite their sources and include a bibliography at the end of the document. They may use footnotes or endnotes instead of citations if they wish. They should use at least two sources. QR Code Scavenger Hunt Assignment #3 Students will create a 10‐question scavenger hunt about a particular company or a specific career. They are to create handouts for the class with their questions, which will feature the QR code for the website that will have the answers to their questions. Students will need to research a QR code generator website to use (unless the teacher has one in mind), and students will need to download a QR Code reader app for their cell phone. This assignment teaches students how to research effectively on the Internet. Also—in regard to citing sources for research—students will not only identify the source on their Scavenger Hunt document; additionally, the QR code itself provides a direct link to the source. Enrichment Extension Interview a businessperson and ask them if they use form letters or mail merge for documents that are sent to a large number of people. If they do, ask them what purpose they are used for. For example, are they used for sales or marketing, introduction of a new product or service, or another reason? Also ask about the Copyright © Texas Education Agency, 2013. All rights reserved. 9 audience—are they existing customers, potential customers, or other audiences? Record your information in a table listing the purpose of the letters and the audiences. Researching and Referencing Business Information Management II Presentation Planning Document Assignment #1 Copyright © Texas Education Agency, 2013. All rights reserved. 10 Student Name: ________________________________________ CATEGORY 20 15 8 1 Speaks Clearly Speaks clearly and distinctly all (100‐ 95%) the time and mispronounces no words. Speaks clearly and distinctly all (100‐ 95%) the time, but mispronounces one word. Speaks clearly and distinctly most (94‐85%) of the time. Mispronounces no more than one word. Often mumbles or cannot be understood OR mispronounces more than one word. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good Does not seem to understanding of understand the parts of the topic. topic very well. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99‐90%) of the time. Stays on topic some (89%‐75%) of the time. It was hard to tell what the topic was. Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Planning Document Student's planning document is thorough and enhances presentation. Student's planning document is complete but not used much in presentation. Student's planning document is incomplete and hardly used in presentation. Student did not prepare a planning document or do a presentation. Maximum Points Possible: 100 Student Points: ____________ Researching and Referencing Business Information Management II Copyright © Texas Education Agency, 2013. All rights reserved. 11 Distracted Driving Report Assignment #2 Student Name: ________________________________________ CATEGORY 20 15 8 1 Quality of Information Information clearly Information clearly Information clearly Information has relates to the main relates to the main relates to the main little or nothing to topic. It includes topic. It provides topic. No details do with the main several supporting one to two and/or examples topic. details and/or supporting details are given. examples. and/or examples. Internet Use Successfully uses Usually able to use Occasionally able Internet to find Internet to find to use Internet to information and information and find information navigates within navigates within and navigates these sites easily these sites easily within these sites without assistance. without assistance. easily without assistance. Needs assistance or supervision to use Internet and/or to navigate within these sites. Mechanics No grammatical, spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Sources All sources All sources All sources Some sources are (information and (information and (information and not accurately graphics) are graphics) are graphics) are documented. accurately accurately accurately documented in the documented, but a documented, but desired format. few are not in the many are not in desired format. the desired format. Diagrams & Illustrations Diagrams and illustrations are neat, accurate, and add to the reader's understanding of the topic. Almost no grammatical, spelling, or punctuation errors Diagrams and illustrations are accurate and add to the reader's understanding of the topic. A few grammatical, spelling, or punctuation errors. Diagrams and Diagrams and illustrations are illustrations are neat and accurate inaccurate OR do and sometimes not add to the add to the reader's reader's understanding of understanding of the topic. the topic. Maximum Points Possible: 100 Student Points: ___________ Copyright © Texas Education Agency, 2013. All rights reserved. 12 Researching and Referencing Business Information Management II QR Code Scavenger Hunt Assignment #3 Student Name: ________________________________________ CATEGORY 25 17 9 1 Requirements All requirements All requirements (10 questions) are are met. met and exceeded. One requirement More than one was not requirement was completely met. not completely met. Mechanics No misspellings or Three or fewer grammatical misspellings errors. and/or mechanical errors. Four misspellings More than four and/or errors in spelling grammatical or grammar. errors. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other Uses other people's ideas people's ideas. with little evidence of original thinking. QR Code QR code effectively created and leads to correct URL. QR code created but you have to click on one link within URL. QR code created QR code created but two links must but leads to be clicked to get incorrect website. to proper site. Maximum Points Possible: 100 Student Points: ___________ Copyright © Texas Education Agency, 2013. All rights reserved. 13